Thesis Proposal

Lyceum of the Philippines University Graduate School 1
STUDENT’S LEVEL OF SECURITY IN RURAL AREAS: SECURITY
MANAGEMENT SYSTEM OF PRIVATE AND PUBLIC SCHOOLS IN
SABLAYAN OCCIDENTAL MINDORO
A Thesis
Presented to
The Faculty of the Graduate School
Lyceum of the Philippines University - Batangas
In Partial Fulfilment
of the Requirements for the Degree
Master of Science in Criminal Justice Education
with Specialization in Criminology
By
JULIUS CESAR P. VILLAFLORES
2019
Introduction
As cited in the study of Dimitrov, et al. (2016), security is defined by the
American Heritage Dictionary in their online database as: freedom from risk or
danger - safety; freedom from doubt, anxiety or fear - confidence.
Security is one of the prime concerns of institutions as it is considered as
one of the important components of student services. Level of Security
Management in the University of Eastern Philippines was rated very
satisfactory. And there is a need to exert improvement in the security
management in the University, (Presado, 2016).
There is an incredible increase in the need for the security industry
nowadays. Most institutions are using guard forces, protective barriers,
communication and electronic hardware and other state-of-the art protection
methods and techniques in their asset protection. The primary and most widely
used in protecting these institutions is the security force which is provided in the
Republic Act 5487 of the Philippines otherwise known as Private Security Agency
Law and provides for its licenses to operate and to exercise profession. However,
every installation cannot yet escape the emerging complicated security problems
like the deteriorating peace and tranquility, the threat of terrorism and the social
conditions of the community. Hence, a basic understanding on the concept and
methods of security is a primordial concern of everybody. Schools, universities,
and colleges may it private or public are not exempted from the harsh
environment. (Presado, 2016).

Educators have come to realize that the foundation of all learning was
safety and security Glariana and Solar (2015).
A sensible and proportionate approach to ensure a healthy and safe place
for all who use them, including the school workforce, visitors and pupils in a
school because school premises are a valuable resource for local communities
and are increasingly being used for extended services. A highly complex and
unique organizations that operate with an urgent imperative: educate and
prepare all children and youth to achieve their highest potential and contribute to
society, no matter their socioeconomic background or geographic location are
considering as educational institutes, Ali and Fatima (2016).
There are many ways in which schools fail to protect the children
entrusted to their care because the problem is not only with natural disasters and
accidents. In the face of rapidly changing environment, schools may be remiss by
not adequately predicting, preventing and preparing for threats to children’s
health and safety within a school [3]. The sources of risk and danger are many
and complex. A pre-requisite for creating a safe environment in a school is the
availability of proper safety or security measures or facilities because school
environment plays a pivotal role in the retention and learning outcomes of
students, Ali and Fatima (2016).
Maslow Heirarchy of needs
A school is a place for children to study and be educated, as well as the place
where they spend most of their day. For locals in the community, it is expected to
be a place for lifelong learning and the base of a regional community, which can
also be used as a temporary evacuation site in case of disasters such as
earthquakes Therefore, schools should have a safe and secure facility
environment for children and those who are concerned to the school. Recently, it
has been required to take further measures to secure the safety of children
considering the occurrence of intrusion cases at schools and on school routes,
OBJECTIVES OF THE STUDY
The main objective of the study is to determine the students’ level of
security management system of private and public school in Sablayan Occidental
Mindoro.
Specifically, the study aimed to identify the demographic profile of the
respondents in terms of age, type, total land area, students population, numbers
of employees, annual budget from DBM, annual allocated budget for security
services, accreditation level, local government support, proximity to the town
proper, numbers trainings and seminars attended by security personnel, and
common security breaches encountered. to assess the level of security
management system of private and public schools in Sablayan, Occidental
Mindoro, in terms of security/emergency management, security force, entry
control, fencing and gates, parking and barriers, building envelope, CCTV/Video
Surveilance System, and cyber security; to test the significant relationship
between the profile of the respondents and the level of security management
system of private and public schools in Sablayan, Occidental Mindoro.

LITERATURE REVIEW
School emergency planning is a necessary but often unfamiliar task for many
school administrators. Statute requires all minnesota schools adopt a crisis
management policy and develop individualized plans addressing potential violent
crisis situations, emergencies and natural disasters, Minesota, Comprehensive
School Safety Guide (2014).
As cited in the study of Richards (2017), over the past three decades,
schools across the nation have implemented various practices and policies in an
attempt to respond to student misbehavior. These practices include the use of
security cameras, metal detectors, drug-sniffing dogs, and the full-time presence
of uniformed police officers. The purpose of these visible security measures is to
limit access to school buildings, limit weapon presence, increase student
surveillance, or provide a way for reacting to crises. Subsequently, they are
intended to yield academic success by making schools safer and decreasing
problematic student behavior. Safer schools with less student misbehavior should
result in academic success. However, by importing policies once reserved for
formal policing, there has been an increase in surveillance over students and
tighter links between the educational and criminal justice systems.
METHODS
Design
This study will utilize descriptive method of research which the
respondents will accomplish survey instrument to determine the level of security
management system of private and public schools in Sablayan Occidental
Mindoro and its relationship to the demographic profile. Aguilar (2018) stated that
a descriptive method is conducted to determine and illustrate patterns of
characteristics of variables in particular instances. It is about the connections or
conditions that occur, belief that are grasped, procedures that are going on,
influences that are apparent, or tendencies that are emerging. It is mainly
concerned with the current, although it frequently regards previous occurrences
and stimulus as they associate to present situations.
Participants
The participants of the study will be the private and public schools in
Sablayan, Occidental Mindoro represented by security services director or any
personnel in-charge with the security supervision. In case of the absence of the
said position/personnel, the school principals/directors/administrators will be the
participants of the study.
The respondents will be selected using simple random sampling. Simple
random sampling is a sampling technique where the researcher selects a sample
from a given population. Each sample was selected solely by coincidence and
each sample from the given population has the same opportunity of being
chosen as part of the sample.
Instrument
The primary data gathering instrument that will be utilized by the
researcher will be a modified U.S. Department of Homeland Security (DHS)
survey questionnaire. The questionnaire is composed of two parts. Part I will
identify the profile of the respondents in terms of age, type, total land area,
students population, number of employees, annual budget from DBM, annual
budget allocation for security services, local government support, proximity to the
town proper, trainings/seminars attended by the security personnel/s and
common security breaches encountered. Part II will assess the level of security
management system of private and public school in Sablayan, Occidental
Mindoro, in terms of security/emergency management, security force, entry
control, fencing and gates, parking and barriers, building envelope, CCTV/Video
surveillance system, and cyber security. The questionnaire is in a form of a
checklist and will make use of the 5-point Likert Scale response set with ratings
of: 5 corresponds to Very High, 4 corresponds to High, 3 corresponds to Medium,
2 corresponds to Low and 1 corresponds to Very Low.
To validate the questionnaire, the researcher will seek for suggestions and
recommendations from the experts about the testing of its internal consistency
and reliability. Meanwhile, the researcher would like to conduct pilot testing in
Occidental Mindoro State College where he is serving as the current security
coordinator.
Procedure
With the approval of the adviser, the researcher will secure permission to
administer the instrument. Prior to the assessment, permission to conduct the

study will be asked from the Division Office of the Department of Education of
Occidental Mindoro, Philippines and/or School Principal/Director. The
assessment will be divided into two phases: First, the researcher will be
conducting one on one interview with the participants guided by modified
assessment tool adopted from U.S. Department of Homeland Security (DHS)
survey questionnaire; and lastly, the researcher will conduct ocular inspection
with the participants for the physical facilities and equipment provided for security
services. Its purpose and significance will be explained and they will be informed
regarding the purpose of the study. They will be also assured of the
confidentiality of the data that will be obtained.
The data gathered will be encoded after the assessment and will be
computed and interpreted using appropriate statistical tools and techniques to
answer the problems raised in the study.
Data Analysis
To analyze the collected data, the researcher will utilize the descriptive
and inferential statistical tools. Descriptive statistics give a brief summary of data
that are summarized numerically or graphically.
To determine the demographic profile of the respondents, frequency and
percentage distribution will be used.
To ascertain the level security management system of private and public
schools in Sablayan, Occidental Mindoro weighted mean will be used.

To test the relationship between profile of the level security management
system of private and public schools in Sablayan, Occidental Mindoro and their
level of security management system, Pearson r correlation will be used.
Ethical Considerations
The participants will be informed that the data which may be
gathered by the researcher shall only be utilized for the attainment of the
objective of the research study. The instructions will be brief and understandable
in the opening words so that participants of the study were completely aware,
considering the cultural and social dissimilarities in relation to the subject of the
research and phrasing of the queries.
The researcher will also secure all information with utmost confidentiality.
Permission will be requested from the respondents upon the collection of data for
various statistical analyses. The identity of the any personnel representing the
school will be remained anonymous and confidential.
Further, authors of all information from related sources such as previous
researches, published and unpublished books, journals will be properly
acknowledged. In addition, the researcher will request for the honesty of the
participants in answering the given questionnaire. The researcher will request for
the supporting document if available for the questions requiring numerical data
and physical existence or confirmation for the data given may also be solicited
through ocular inspection

Survey Questionnaire
Name (Optional): __________________________________________________

I. PROFILE OF THE PARTICIPANTS(SCHOOL) Assessment Guide
1. Age Bracket
______ 10 years old below ______ 31- 40 years old
______ 11-20 years old ______ 41-50 years old
______ 21- 30 years old ______ 51 years old and above
2. Type
______ Private ______ Public
3. Total Land Area

______ less than 0.5 ha ______ 0.5 ha to 1.49 ha
______ 1.5 ha to 2.49 ha ______ 2.5 ha to 3.49 ha
______ 3.5ha to 4.5 ha ______ more than 4.5 ha
4. Students population
______ less than 500 ______ 501-1000
______ 1001-1500 ______ 1501-2000
______ 2001-2500 ______ more than 2500
5. Average annual Budget allocation for security services

______ less than 50, 000 ______ 50, 000 to 150, 000
______ 150, 001 to 250, 000 ______ 250, 001 to 350, 000
______ 350, 001 to 450, 000 ______ more than 450, 000
6. Percentage of budget allocation for security services

______ below 10 % ______ 11% to 20%
______ 21% to 30% ______ 31% to 40%
______ 41 % to 50 % _______ above 50%
7. Accreditation Level
______ Probationary ______ Level 1
______ Level 2 ______ Level 3
______ Level 4 ______ Above Level 5
8. Local Government Support to Security Services

______ Financial Support
______ Personnel (barangay Tanod)
______ Security and Safety training/programs for employees and students
______ Facilities( Infrastracture and Equipments)

______ Security/Emergency Vehicle
______ Ordinances implemented that helps Security Services
9. Proximity to National/ Local Emergency Response

Agencies(PNP,BFP, LDRRMO, HOSPITAL, etc.)
______ less than 5 km ______ 5 km to 10 km
______ 11km to 15km ______ 16km to 20 km
______ 21km to 25 km ______ above 25 km
10. Common Security Breaches Encountered

______ Rogue employee/students ______ Calamities
______ Unattended assets or areas ______ Vandalism
______ Exception to physical access rule ______ Cyber offenses
______ Eavesdropping over sensitive information ______ Theft/Pilferage
______Others: Please specify____________
II. LEVEL OF SECURITY MANAGEMENT SYSTEM OF PRIVATE AND PUBLIC

SCHOOLS (ASSESSMENT GUIDE)
Likert Scale:
5 – Very High
4 – High
3 – Medium
2 – Low
1 – Very Low
SECURITY/EMERGENCY MANAGEMENT SYSTEM

Question 1 Does the school have security manager or security
department
Very Low The school has no security manager or department.
Low The school has a security manager who also performs other
functions in addition to security management.
Medium The school has a security manager who has no other
additional duties.
High The school has a security management department. But
security manager also performs other functions in addition to
security management.
Very High The school has a dedicated security manager or security
department.
Considerations
Very Low Designate an employee to act as a security manager, and
ensure that person is responsible for developing,
implementing, and coordinating all securityrelated activities.
Provide some initial training to the appointed security
manager.
Low Relieve the manager of other responsibilities unrelated to
school safety and security.
Medium Hire additional personnel to support the school security
mission.
High Assess the need to designate an employee(s) to ensuring
security specifically at this school. Coordinate with the
district/divisions based on the findings of this needs
assessment.
Very High Regularly assess the school’s security management
program. Implement best practices based on collaborative
relationships and new or updated resources.
Question 2 Does the school have a threat assessment team to respond
to behavior that raises safety concerns?
Very Low The school does not have a threat assessment team. School
personnel do not recognize a need to establish a formal
process for assessing potential threats.
The
Low The school has engaged in activities that indicate it

recognizes the need to assess potential threats, but it has
not established a threat assessment team. School personnel
may have developed checklists or proposed forming a threat
assessment program.
Medium The school has established a threat assessment team.
Team members may be limited to school administrators,
faculty, and/or staff. They have received initial training on the
threat assessment process. Written documentation of the
threat assessment process exists, but it may be incomplete.
The team may not meet regularly.
High The school has a multidisciplinary threat assessment team
that includes community partners. Team members have
received extensive training on the threat assessment
process. Comprehensive written plans and procedures
guide the threat assessment team. The team meets
regularly. The school has communicated information about
the threat assessment policy to faculty, staff, students, and
families, but threatening behavior generally remains
unreported.
Very High The school has a multidisciplinary threat assessment team
that includes community partners. Team members receive
annual training on the threat assessment process.
Comprehensive written plans and procedures guide the
threat assessment team. The team meets regularly. Written
materials about the team’s purpose are widely available, and
the threat assessment policy has been explained to faculty,
staff, students, and families. The threat assessment team
receives reports about threatening behavior and investigates
accordingly.
Consideration
s
Very Low Assign a staff or faculty member the responsibility of
researching and determining the value for the school of a
threat assessment team.
Low Establish a team to review threatening behavior. Provide
training on the threat assessment process. Develop written
policies and procedures to guide the team’s activities..
Medium Expand the threat assessment team to include community
partners, such as local law enforcement. Provide additional
training to team members. Establish comprehensive
guidance documents, and set up a schedule for the threat
assessment team to meet regularly.
High Raise community awareness of the threat assessment
team’s purpose. Provide materials to explain the threat
assessment policy to faculty, staff, students, and families.

Provide clear direction on the preferred methods for
reporting potential threats. Reassure students their reports
will remain confidential and anonymous.
Very High Continue and expand efforts to ensure the threat
assessment process remains relevant in the school
community. Regularly review the outcomes associated with
reported threats to improve the overall threat assessment
process. Identify new means (technological or otherwise) to
encourage and facilitate reporting.
Question 3 Does the school have a security and emergency operations
plan(s)?
Very Low The school does not have written security or emergency
operations plans. All security and emergency response
procedures are communicated verbally and may be
performed on an ad hoc basis.
Low The school has some written documentation that addresses
some safety and emergency operations policies, programs,
and/or procedures (e.g., a checklist), but comprehensive
plans do not exist.
Medium The school has a security and emergency operations
plan(s). The security plan or portion of the plan addresses
some, but not all, of the following areas: (1) Risk
assessment; (2) Identification of critical assets; (3) Physical
security and security force (if applicable); and (4)
Communications. The emergency operations plan or portion
of the plan addresses some, but not all, of the following
functional areas: (1) Hazard analysis; (2) Communications;
(3) Evacuation, shelter-inplace, and lockdown; (4)
Specialized response actions and communication protocols
necessary for areas with unique physical characteristics
(e.g., cafeteria, auditorium, portable classrooms); (5)
Accounting for all persons; (6) Reunification; (7) Continuity
of operations; (8) Security; (9) Recovery; and (10) Health
and medical. The plan(s) addresses maintaining point-of-
contact lists, training and exercises, and plan maintenance
(e.g., review and revision).
High The school has a comprehensive security and emergency
operations plan(s) that addresses all of the areas listed
previously. However, senior management has not approved
the plan(s) or coordinated the plan(s) with community
partners (e.g., first responders, local emergency
management staff).
Very High The school has a comprehensive security and emergency
operations plan(s) that addresses all of the areas listed
previously. Senior management has approved the plan(s)

and has coordinated the plan(s) with community partners
(e.g., first responders, local emergency management staff).
Consideration
s
Very Low Establish a collaborative planning team with representatives
from a wide range of school personnel to develop security
and emergency operations plans.
Low Review, validate, and expand on the existing plan(s).
Establish a regular cycle of training, exercising, evaluating,
reviewing, and updating the plan(s).
Medium Update the plan(s) to address all of the areas listed above.
High Submit the plan(s) for senior management review.
Coordinate the plan(s) with community partners.
Very High Regularly train, exercise, evaluate, review, and update the
plan(s). Effective plans are never finished and should be
updated at least every 2 years based on exercise results,
research, and evolving threats.
Question 4 Are faculty and staff trained on the security and emergency
operations plan(s)?
Very Low The school does not train faculty and staff on the plan(s).
Low The school provides some information or training to some,
but not all, faculty and staff at initial employment. The school
may provide refresher training at the beginning of the school
year but no other follow-up throughout the year.
Medium The school provides training to some, but not all, faculty and
staff at initial employment, as well as refresher training at the
beginning of each school year and recurring training
throughout the year. Although faculty and staff are trained on
the appropriate emergency actions for their primary
locations (e.g., classrooms), they may not be aware of what
to do if an incident occurs when they are somewhere else in
the school building (e.g., gymnasium, hallways).
High The school provides comprehensive training to all faculty
and staff at initial employment. Faculty and staff are trained
on appropriate emergency actions regardless of their
location in the school building. The training may include
refresher training at the beginning of the school year but no
other follow-up throughout the year.
Very High The school provides comprehensive training to all faculty
and staff at initial employment, as well as refresher training
at the beginning of each school year and recurring training
throughout the year. Faculty and staff are trained on
appropriate emergency actions regardless of their location in
the school building.
Consideration
s
Very Low Provide training to critical faculty and staff at least at initial
employment and at the beginning of the school year.
Low Provide follow-up training to critical faculty and staff
throughout the year.
Medium Expand training to include all faculty and staff. Train faculty
and staff on appropriate emergency actions regardless of
their location in the school building.
High Provide follow-up training to faculty and staff throughout the
year.
Very High Regularly assess the security and emergency plan(s)
training program to identify and remedy any gaps or
shortfalls. Ensure the completion of all training is accurately
documented.
Question 5 Are students trained on elements of the security and
emergency operations plan(s)?
Very Low The school does not train students on elements of the
plan(s) (e.g., evacuation routes).
Low
Medium The school provides some training to students at the
beginning of each school year. Although students are trained
on the appropriate emergency actions for their primary
locations (e.g., classrooms), they may not be aware of what
to do if an incident occurs when they are somewhere else in
the school building (e.g., gymnasium, hallways).
High
Very High The school provides comprehensive training to students at
the beginning of each school year and recurring training
throughout the year. Students are trained on appropriate
emergency actions regardless of their location in the school
building.
Consideration
s
Very Low Provide training to all students at least at the beginning of
the school year
Low
Medium Evaluate the need to provide more frequent training to
students. Evaluate the completeness of training and provide
additional information as necessary. Train students on
High
Very High Regularly assess the training program to identify and
remedy any gaps or shortfalls. Ensure the completion of all

training is accurately documented
Question 6 Does the school exercise the security and emergency
operations plan(s)?
Very Low The school does not exercise the plan(s) on an annual
basis. The school may conduct fire, tornado, or earthquake
drills.
Low The school exercises the plan(s) at least once annually.
Exercises do not include community partners (e.g., first
responders, local emergency management staff). The
school may not develop an after-action report. The school
may conduct fire, tornado, or earthquake drills.
Medium The school exercises the plan(s) at least once annually.
Exercises are tabletop or drills. Exercises include community
management staff). The school develops an after-action
report and uses it to improve plans and procedures. The
school may conduct fire, tornado, or earthquake drills.
High The school exercises the plan(s) at least once annually.
Exercises are functional. Exercises include community
management staff). The school develops an after-action
report and uses it to improve plans and procedures. The
school may conduct fire, tornado, or earthquake drills.
Very High The school exercises the plan(s) at least once annually.
Exercises are simultaneous functional exercises. Exercises
include community partners (e.g., first responders, local
emergency management staff). The school develops an
after-action report and uses it to improve plans and
procedures. The school may conduct fire, tornado, or
earthquake drills.
Consideration
s
Very Low Exercise the plan at least once annually.
Low Invite community partners to participate in exercises that test
the plan. Document the results of all exercises, areas for
improvement, and lessons learned in after-action reports.
Medium Conduct a functional exercise where events are projected
through a scenario with updates that drive activity. A
functional exercise is conducted in a realistic, real-time
environment; however, movement of personnel and
equipment is usually simulated.
High Conduct simultaneous functional exercises to validate and
evaluate multiple capabilities and functions.
Very High After conducting multiple functional exercises, explore the
option of holding a fullscale exercise as a capstone that

involves multiple agencies, organizations, and jurisdictions.
Full-scale exercises are the most complex and
resourceintensive type of exercise. They often include many
players operating under a cooperative system such as the
Incident Command System. Consider involving students and
parents in full-scale exercises.
Question 7 Does the school have mass notification capabilities?
Very Low The school does not have a way to alert the entire school of
impending danger
Low The school has a public address system to communicate
audible warnings onsite. However, the school does not have
a system for sharing critical information in a timely manner
with members of the school community (e.g., parents).
Medium The school has a public address system for onsite
emergency communications but lacks ways to communicate
warnings effectively to staff and students with sensory or
cognitive disabilities. The school has an emergency mass
communication system for the offsite school community, but
it does not periodically test the system.
High The school has both audio and visual mass notification
systems for onsite emergency communications, as well as a
dedicated emergency mass communication system for the
offsite school community. However, not all classrooms have
capabilities for two-way verbal communication with the
school’s administrative or security offices.
Very High The school has both audio and visual mass notification
systems for onsite emergency communications inside and
outside the building. They are unique and separate from
communications channels used for routine announcements.
A dedicated emergency mass communication system for the
offsite school community exists. Every classroom has two-
way classroom communication capabilities.
Consideration
s
Very Low Install a public address system to provide a means of mass
communication and to provide warning and alert information,
along with actions to take before and after an incident.
Low Implement an emergency mass communication system to
share critical information with the school’s offsite community.
Medium Explore options to communicate warnings more effectively
beyond only audible alerts, such as strobe lights. Test the
emergency mass communication system periodically so
users are familiar with its use.
High Provide two-way classroom communication capabilities,
which may consist of intercoms, phones, radios, or other

systems. Two-way classroom communication capabilities
can provide a way to alert school administrators that a
serious incident is taking place.
Very High Test mass notification systems. Ensure faculty, staff, and
students know how to respond appropriately to alerts onsite.
Ensure emergency mass notification systems for the offsite
school community are working effectively.
Question 8 Does the school coordinate with first responders for
enhanced emergency preparedness?
Very Low The school has not coordinated with first responders
regarding emergency preparedness
Low The school has provided the security and emergency
operations plan(s) to first responders, but has not solicited or
implemented their input on the plan. The school has not
shared critical information about the building or facilities
(e.g., floor plans, location of critical assets or areas, and
notification and contact lists).
Medium The school has coordinated the security and emergency
operations plan(s) with first responders and has provided
critical building and facilities information. The school has not
created crisis response kits for first responders to use in an
emergency.
High The school has coordinated the security and emergency
operations plan(s) with first responders; has provided critical
building and facilities information; and has a crisis response
kit for first responders. However, the school has not
coordinated with first responders regarding the contents of
the kit. The school may keep the kit in an unsecured
location. The school has not designated an emergency
response team to meet first responders as they arrive onsite
in a major critical incident to provide them with the crisis
response kit. The school has not implemented a facility
numbering system.
Very High The school has coordinated the security and emergency
operations plan(s) with first responders; has provided critical
building and facilities information; has a crisis response kit
for first responders; and has implemented a facility
numbering system that was developed in coordination with
first responders. The contents of the crisis response kit were
developed in coordination with local law enforcement and
fire response agencies. The school keeps the kit in a secure
but easily accessible location. The school has designated an
emergency response team to meet and assist first
responders as they arrive onsite in a major critical incident.
The school also has interoperable radios with law

enforcement.
Consideration
s
Very Low Provide the school’s security and emergency operations
plan(s) to local law enforcement and other first responders
as necessary.
Low Review the school’s security and emergency operations
plan(s) with first responders, and make changes as
necessary. Share critical building and facilities information
with first responders
Medium Create a crisis response kit to provide first responders and
key school administrators that contains the information and
equipment needed for effective management of a major
critical incident. At a minimum, the kit should include the
following information: (1) Camera locations; (2) Accurate
floor plans; (3) List of key personnel and phone numbers
(senior staff, facilities, security, etc.); (4) Master key(s),
elevator key(s), and master access card(s); (5)
Building/security force radio (if applicable); and (6)
Evacuation routes and assembly area locations.
High Collaborate with first responders (including law enforcement,
fire, and emergency medical services) regarding the specific
information to include in the school’s crisis response kit.
Place the crisis kit in a secure area where school
administrators and first responders can easily access it. Due
to the sensitive nature of the contents of the kit, take
measures to safeguard it appropriately. Establish an
emergency team prepared to provide first responders with
the crisis response kit and access to utilities, keys,
broadcast systems, building schematics, etc. Designate
more than one individual to be responsible for meeting and
assisting first responders. Develop a facility numbering
system in coordination with first responders.
Very High Continue coordination. Invite law enforcement to conduct
training and exercises at the school. Review the contents of
the crisis response kit quarterly to ensure it remains up to
date. Use the crisis kit during a drill. Test the radio(s) on a
monthly basis, and keep batteries charged.
Question 9 Does the school provide security information to faculty and
staff?
Very Low The school does not provide security information to faculty
and staff.
Low The school provides information about specific security
incidents to faculty and staff. The school does not provide
security awareness information.

Medium The school provides information about specific security
incidents as well as security awareness information to
faculty and staff on a recurring basis. However, security
awareness information is limited in scope and availability
(e.g., provided occasionally at meetings).
High The school provides information about specific security
faculty, staff, and students on a recurring basis. Security
awareness information is detailed and comprehensive but
limited in availability (e.g., emails only).
Very High The school provides information about specific security
faculty, staff, and students on a recurring basis. Security
awareness information is comprehensive and communicated
through a variety of formats (e.g., emails, posters,
announcements, regular meetings).
Consideration
s
Very Low Provide information about specific security incidents to
faculty and staff.
Low Routinely provide security awareness information in addition
to information about specific security incidents.
Medium Provide more detailed and comprehensive security
awareness information. Disseminate information through
regular meetings.
High Disseminate security awareness information through a
variety of formats (e.g., emails, posters, announcements,
regular meetings).
Very High Continue to provide security information to faculty and staff.
Solicit feedback regarding the usefulness of the type of
information provided.
Question 10 Does the school have procedures for suspicious packages
(including mail)?
Very Low The school does not have procedures for suspicious
packages
Low The school has some written documentation that addresses
suspicious packages, but detailed, comprehensive
procedures do not exist.
Medium The school has suspicious package procedures, but some
information may be lacking. The school may not effectively
communicate these procedures to faculty or staff. Students
are aware that if they encounter a suspicious package, they
should leave it alone and notify faculty or staff.
High The school has detailed, comprehensive suspicious
package procedures that define characteristics and outline

appropriate response actions. The school effectively
communicates these procedures to faculty and staff but
does not provide any training. Students are aware that if
they encounter a suspicious package, they should leave it
alone and notify faculty or staff.
Very High Detailed, comprehensive procedures define common
characteristics of suspicious packages and outline
appropriate response actions. The school communicates
these procedures to faculty and staff, and provides training
as appropriate. Students are aware that if they encounter a
suspicious package, they should leave it alone and notify
faculty or staff.
Consideration
s
Very Low Develop a checklist to help personnel identify suspicious
packages
Low Develop detailed and comprehensive procedures for
suspicious packages that define their characteristics and
outline appropriate response actions. Share procedures with
faculty and staff. Ensure students are aware that if they
encounter a suspicious package, they should leave it alone
and notify faculty or staff.
Medium Review the existing suspicious package procedures, and
incorporate additional information as needed. Share the
updated procedures with faculty and staff.
High Provide regular training on suspicious package procedures
as appropriate.
Very High Test suspicious package procedures regularly. Review
suspicious package procedures to identify and remedy any
gaps or shortfalls.
Question 11 Does the school have policies for conducting searches for
weapons, drugs, and other contraband?
Very Low The school lacks search policies.
Low
Medium The school has some written documentation for conducting
searches, but detailed, comprehensive policies and
procedures do not exist.
High
Very High The school has detailed, comprehensive policies for
conducting searches. Security personnel have access to this
information and receive training.
Consideration
s
Very Low Develop policies and procedures for conducting searches,
such as random locker searches.

Low
Medium Develop detailed and comprehensive search policies and
procedures. Share these with security personnel, and
provide training.
High
Very High Collaborate with law enforcement to review search policies
and procedures to identify and remedy any gaps or
shortfalls.
Question 12 Does the school participate in any external security or
emergency preparedness working groups?
Very Low The school does not participate in any security or
emergency preparedness working groups.
Low School personnel are connected with a federal, state, local,
or private sector security or emergency preparedness
working group. They may not regularly attend meetings, but
they receive information.
Medium School personnel are connected with a security or
emergency preparedness working group. They regularly
attend meetings and receive information.
High School personnel are connected with a security or
emergency preparedness working group. They regularly
attend meetings and receive information. They may
participate in special events or activities that the working
group sponsors. They may have leadership positions in the
group.
Very High School personnel are connected with two or more security or
emergency preparedness working groups. They regularly
attend meetings and receive information. They may
participate in special events or activities that a working
group sponsors. They may have leadership positions in a
group.
Consideration
s
Very Low Engage with school district personnel to identify
opportunities for federal, state, local, or private sector
working group participation.
Low Prioritize attendance at security or emergency preparedness
working group meetings.
Medium Seek out more ways for school personnel to benefit from
participating in the security or emergency preparedness
working group, for example, by getting involving in special
events or activities or by taking leadership positions in the
group.
High Join other security or emergency preparedness working
groups to increase engagement and gain additional

resources in these areas.
Very High Assess the need to engage with additional security or
emergency preparedness working groups.
SECURITY FORCE
Question 1 Does the school have a security force?
Very Low The school does not have a security force.
Low The school does not have a defined security force, but
faculty or staff may have an additional duty related to
security.
Medium A security force exists within the district but is assigned
additional duties. The security force may be a contracted
guard, law enforcement, or an employee hired for the
purpose of security. This force may occasionally visit the
school.
High A security force is employed or contracted for the specific
purpose of school security. May visit the school routinely or
during events or investigations. This may include an SRO
(law enforcement) who has other assigned duties or is
responsible for multiple locations.
Very High The school has an onsite security force (at school) at all
times. The security force is employed or contracted for the
specific purpose of school security. This may include an
SRO (law enforcement) who is responsible for the single
location and is assigned full-time.
Consideration
s
Very Low Assign and provide training to a few faculty or staff to
perform basic security tasks that include ensuring doors and
windows are locked, coordinating active-shooter response
procedures, addressing suspicious activity, and other
security-related training.
Low Explore the feasibility of establishing or contracting a
security force at the district or school level to actively protect
the school(s), property, and personnel, and to rapidly
respond to security incidents and/or emergencies.
Depending on state and local regulations, security force
personnel may be subject to registration, licensing,
certification, specific training, and other requirements.
Medium Establish agreements or contracts to employ a security force
with the specific purpose of school security. This force may
visit the school routinely or during events or investigations.
This may include an SRO (law enforcement) who has other
assigned duties or is responsible for multiple locations.
High Establish agreements or contracts to employ a security force
with the specific purpose of being an onsite security force (at

school) at all times. The security force is employed or
contracted for the specific purpose of school security. This
may include an SRO (law enforcement) who is responsible
for the single location.
Very High Routinely review the role of the security force and establish
metrics for continuous improvement and modification to the
role. Ensure the security force is actively engaged in the
threat assessment team and assists or conducts ongoing
training and development of faculty and staff as related to
school security.
Question 2 What training related to activeshooter situations and general
security issues does the school provide to the security force,
staff, and faculty?
Very Low The school has provided no training, no posters, and no
awareness training for personnel within past 12 months
Low The school has some posters or awareness training at initial
employment for personnel. The training may include
refresher training on emergency response activities at the
beginning of school year, but no other follow-up takes place
Medium Awareness training for faculty or staff occurs at initial
employment and beginning of school year and recurring
training one other time throughout the school year. If
applicable, the SRO receives extensive, recurring training. If
applicable, the security force receives training as stated in a
contract or agreement. Posters are available in faculty
areas. The school does not provide faculty and staff with
training on how to help in a bleeding emergency before first
responders arrive.
High The school provides awareness training and emergency
response exercise at initial employment for faculty and staff.
Routine training throughout the year is provided for
personnel. Posters are available in faculty areas. Faculty
and staff have been trained on bleeding control and have
access to products to help stop traumatic hemorrhaging.
Very High Personnel receive extensive, recurring training. If applicable,
security force personnel provide routine monthly training to
faculty and staff. Posters are available in faculty areas. All
faculty and staff have been trained on bleeding control.
Every classroom has a kit with products intended to stop
traumatic hemorrhaging.
Consideration
s
Very Low Use the DHS Active Shooter Preparedness website to
establish initial training. At a minimum, provide awareness

training at initial employment for all faculty and staff. Provide
refresher or initial training at the beginning of the school year
related to active shooter and other emergency response
activities.
Low Use the DHS Active Shooter Preparedness website as
needed to enhance training. In addition to initial employment
and at the beginning of the school year, conduct follow-up
training at least one other time throughout the school year.
Develop or contract a formal training program for those
responsible for security such as emergency response
Incident Command System/National Incident Management
System. Provide continuation and inservice training for
faculty and staff to maintain and enhance job proficiency.
Document training and retain training records.
Medium Use the DHS Active Shooter Preparedness website as
needed to enhance training. Employ security professionals
certified or licensed through a federal or state program.
Ensure the training requirements they fulfilled to become
certified or licensed will equip them to fulfill the school’s
security requirements. Establish a security topic as part of
each faculty inservice event. Provide all staff awareness
materials and training throughout the school year. Train
faculty and staff how to provide immediate bleeding control
in an emergency. Provide bleeding control supplies.
High Use the DHS Active Shooter Preparedness website as
needed to enhance training. Use security force, SRO, or law
enforcement (local, state, or federal) to conduct additional
training and exercises throughout the year. Provide all staff
awareness materials and update materials throughout the
school year.
Very High Use the DHS Active Shooter Preparedness website (or
equivalent) to enhance training. Enhance training with
realistic drills and exercises. Involve students in
activeshooter drills or exercises to create a realistic
simulation. Document lessons learned and implement
updated actions.
Question 3 Does the security force, staff, or faculty conduct
securityrelated inspections of the school?
Very Low No areas of the school are patrolled or inspected. Janitorial
service personnel clean areas and report unusual items
such as drugs or weapons. Emergency actions are
improvised as reports are received.
Low A security force, staff, or faculty member occasionally
inspects the school for unlocked doors, open windows,
and/or suspicious packages, but they do not conduct a

routine search or inspection, and have not received training.
Medium A trained security force, staff, or faculty member
occasionally inspects the school according to an established
security checklist. K9 teams do not conduct patrols.
High A trained security force, staff, or faculty member routinely
(i.e., daily) inspects most sensitive areas of the school
including occasional sweeps of lockers, library, stage, and
bleacher areas. K9 teams conduct ad hoc patrols to detect
explosive materials such as firearm ammunition.
Very High A trained security force, staff, or faculty member patrols and
inspects all sensitive areas of school at least daily; they may
patrol some areas more often. K9 teams conduct regular
patrols to detect explosive materials such as firearm
ammunition.
Consideration
s
Very Low Establish procedures for reporting unusual items and
suspicious activity to include notification to law enforcement.
Assign a security force, staff, or faculty member to conduct
security-related inspections of the school.
Low Establish a security checklist that incorporates roles and
responsibilities and what areas to evaluate. Common areas
of interest include lockers, under stages in theaters or
gymnasiums, bleacher areas, labs, shops, rooms or areas
with tile ceilings, and similar areas that may have hazardous
materials or places to easily conceal weapons, drugs, or
other contraband. Be alert for graffiti or suspicious
packages. Notify law enforcement of any activity. Provide
training for personnel conducting inspections.
Medium Conduct daily inspection of sensitive areas. Conduct
occasional locker sweeps. Check the library and between
rows of books. Ensure doors are not propped open, and
windows, loading docks, and exterior doors are secured.
Report suspicious activity, weapons, and drugs to the
security force and law enforcement as needed. Explore the
option of conducting K9 patrols to detect explosive materials
such as firearm ammunition. This will likely require
coordination with local law enforcement.
High Continue daily inspections. Eliminate lockers where
possible, and conduct daily inspections or establish lock
check out and check-in process or something similar.
Ensure a security force presence in a random pattern
throughout the school focusing on sensitive areas. Explore
the option of implementing regular K9 patrols.
Very High Train faculty and staff on identifying suspicious activity and
search techniques. Augment existing security plans by
including written inspection procedures. Train all staff and
faculty on that section of the plan and conduct periodic drills
and exercises to validate the plan.
Question 4 Are any members of the security force armed with lethal or
non-lethal weapons?
Very Low The school has no armed personnel (i.e., possessing a
weapon such as handgun, rifle, shotgun) onsite, and law
enforcement response is the only armed response
Low
Medium The security force is armed and receives recurring training.
Alternatively, the security force may have non-lethal
weapons and routine training.
High
Very High The security force is armed (i.e., possesses a weapon such
as handgun, rifle, shotgun) and has restraints. The security
force may have less-than-lethal weapons. The school has
established a formalized, trained threat response team.
Consideration
s
Very Low Security organizations such as ASIS International note that
potential assailants may be dissuaded from attacking a
target if they know they will face armed resistance; however,
the quality and quantity of defensive weapons must be an
obstacle to the potential assailants. Given this, school
officials may wish to consider arming their security force as
part of their broader security strategy. Consider training,
licensing, and arming personnel with lessthan-lethal or lethal
weapons to enable them to protect themselves and others.
Considerations should include not only the threat, but also
law enforcement response times; laws governing licensing
armed security guards; laws concerning the use of force;
training and certification requirements; workplace safety;
liability; cost; and how students, parents, faculty, staff, and
the public will perceive the presence of armed personnel
within the school.
Low
Medium Consider training, licensing, and arming any additional or
nonlaw enforcement security force with lessthan-lethal or
lethal weapons to enable them to protect themselves and
others. Considerations should include not only the threat,
but also law enforcement response times; laws governing
licensing armed security guards; laws concerning the use of
force; training and certification requirements; workplace
safety; liability; cost; and how students, parents, faculty,

staff, and the public will perceive the presence of armed
personnel within the school.
High
Very High Continuously review the training and certification
requirements; workplace safety; liability; cost; and how
students, parents, faculty, staff, and the public perceive the
presence of armed personnel within the school. Establish
metrics to determine if the deterrent and protection is
commensurate with the cost, liability, and public perception.
Question 5 Does the school security force or staff and faculty have
communications, selfdefense equipment, restraints, campus
transportation (e.g., scooters, bicycles), or panic alarms?
Very Low The school has no panic alarms or similar equipment and
can only call 9-1-1 during an event.
Low The school may have panic alarms in the administrative
office but no other similar equipment.
Medium The security force has some gaps in equipment (e.g., radio,
self-defense equipment, restraints, campus transportation),
but generally has the minimum essential to perform its
mission. Panic buttons are available to administrative staff
and in isolated or hard-toreach areas of the school.
High The security force has some gaps in equipment (e.g., radio,
self-defense equipment, restraints, campus transportation),
but generally has the minimum essential to perform its
mission. Panic buttons are assigned to administrative staff
and some faculty. They are also located in isolated or hard-
to-reach areas of the school.
Very High The security force has no significant gaps in equipment
(e.g., radio, self-defense equipment, restraints, body armor,
and campus transportation). Panic buttons, including
portable units, are located throughout the school.
Consideration
s
Very Low Investigate the cost and use of panic alarms for key
personnel or critical locations. This may include
administrative staff and main office locations that may be the
first to determine that an attack is occurring.
Low Expand the use of panic alarms to include faculty and
isolated or sensitive locations at the school. This may
include portable classrooms, gyms, pools, outdoor areas,
and labs.
Ensure
Medium Ensure the security force (employed or contracted) has all
equipment required to perform the functions of the job. This
may include radios, restraints, non-lethal weapons, and

possibly campus transportation. Ensure panic buttons or
duress alarms are assigned to administrative staff and some
faculty. Place panic buttons or duress alarms in isolated or
hard-to-reach areas of the school, such as portable
classrooms, gyms, pools, outdoor areas, and labs.
High Ensure the security force (employed or contracted) has all
equipment required to perform the functions of the job. This
may include radios, restraints, non-lethal weapons, and
possibly campus transportation. Ensure panic buttons or
duress alarms are located throughout the school, and
provide portable alarms. Ensure remote or isolated areas of
the school, such as portable classrooms, gyms, pools,
outdoor areas, and labs, also have alarms.
Very High Establish and implement a policy to test, replace, and repair
the equipment as needed.
Question 6 Has the school designated a command post for the security
force?
Very Low The school has no areas designated for a security force or
law enforcement to use as a command post. The
administration office is the assumed the central command
area.
Low The school has no designated area for the security force or
law enforcement to use as a command post, but the
administration office has been used during other events or
drills.
Medium The school has an assigned office area for the security force
to use as a command post.
High A dedicated security force command post exists within the
school district.
Very High A dedicated security force command post exists at the
school.
Consideration
s
Very Low Designate a primary area where key personnel can gather
and assist law enforcement. In some cases, the primary
location may be within the area of attack; establish
alternates.
Low Provide first responders a specific reporting location and
ensure key personnel are available or can access that area.
Provide an alternate secure area in another part of the
building or offsite. The primary location may be within the
area of attack, thus an alternate offsite at a reasonable
distance away may become the primary site.
Medium Establish a command post for the security force at the
district level. Assign, create, or otherwise designate a

specific office area at the school that could be accessed
easily during an event. Establish a secondary location offsite
at a reasonable distance away since the primary may be the
site of the attack.
High Establish a command post for the security force at the
school. Secure this area enough that it could be used during
an event. It should also be accessible to law enforcement.
Establish a secondary location offsite at a reasonable
distance away since the primary may be the site of the
attack.
Very High Establish a secondary location offsite at a reasonable
distance since the primary may be the site of the attack.
Question 7 Does the school assign personnel to monitor times of critical
vulnerability (i.e., beginning/end of school day, passing
periods, and afterschool events)?
Very Low No personnel actively monitor times of critical vulnerability.
Faculty and staff, security personnel, and/or SRO may be
present, but no one is specifically assigned to monitor
activities.
Low
Medium Personnel are assigned to monitor times of critical
vulnerability. However, they have received little to no training
for this position and have no special equipment.
High
Very High Well-trained, wellequipped personnel monitor times of
critical vulnerability.
Consideration
s
Very Low Assign personnel to monitor activities during these periods.
Low
Medium Provide training to monitoring personnel. Relevant topics
may include intruder response, reverse evacuation, and how
to assist in the arrival of public safety vehicles. Provide
personnel with a radio to communicate with building/office
staff and ensure they have access to a phone for calling 9-1-
1.
High
Very High Encourage continuity of monitoring personnel to facilitate
positive rapport with students. In addition to serving a
security purpose, monitors can help foster a sense of
community, identify and prevent bullying, connect with
students, and have an overall positive impact on the student
body.
Question 8 Does the school exchange security and threat information
with external agencies?

Very Low The school does not exchange security and threat
information with local law enforcement
Low The school has a relationship with local law enforcement,
but contact is irregular.
Medium At least one faculty or staff member regularly meets or
conducts calls with a point of contact in the local police
department. The school or district does not have a
relationship with local or state emergency management
agencies, Federal Bureau of Investigation (FBI), or U.S.
Secret Service (USSS).
High The school has a strong relationship with local law
enforcement. The school shares information regarding
troubled current or former students. A district-level employee
has relationships with local or state emergency management
agencies, FBI, and USSS.
Very High The school has strong relationships with local law
enforcement through regular school visits or employment
agreements. The school carefully tracks information
regarding troubled current or former students. School
personnel maintain strong relationships with local or state
emergency management, FBI, and USSS. They may
regularly attend meetings or conduct calls with
representatives of these agencies.
Consideration
s
Very Low At a minimum, ensure that the school has a relationship with
local law enforcement and a point of contact in the local
police department.
Low Enhance information exchange with local law enforcement.
Assign at least one faculty or staff member to regularly meet
or conduct calls with a point of contact in the local police
department.
Medium Ensure information regarding troubled current or former
students is shared. Establish a liaison with local or state
emergency management agencies, the FBI, and USSS.
High Explore opportunities to strengthen relationships with local
law enforcement through regular school visits or
employment agreements. Deepen relationships with local or
state emergency management agencies, FBI, and USSS by
regularly attending meetings, conducting calls, and/or using
resources made available through these agencies.
Very High Continue relationship building and using resources made
available through these agencies.
ENTRY CONTROL
Question 1 Are exterior doors locked during regular school hours?

Very Low The school does not typically secure doors throughout the
school day.
Low The school locks most exterior doors other than at beginning
and ending of the class day. Often an exterior door other
than the main doors is opened to allow access to an outdoor
event. The doorway is typically not secured or is propped
open while the event is occurring. Loading docks are
typically left unsecured during school hours.
Medium The school locks all exterior doors other than at beginning
and ending of the class day. Exterior doors are not alarmed.
Occasionally an exterior door other than the main doors is
opened to allow access to an outdoor event. The doorway is
typically not secured or is propped open while the event is
occurring.
High The school locks all exterior doors other than at beginning
and ending of the class day. Some exterior doors are
equipped with alarms. Occasionally an exterior door other
than the main doors is opened to allow access to an outdoor
event. The opened doorway is monitored by faculty/staff or
security, or is secured while the event is occurring.
Very High The school locks all exterior doors other than at beginning
and ending of the class day. All exterior doors are equipped
with alarms. Any exit to outdoor events during the school
day not using the main entrances requires security to open
and secure the door.
Consideration
s
Very Low Lock exterior doors during school hours other than at the
beginning and end of the school day. At these times, ensure
additional staff are present to help monitor access to the
building.
Low Ensure all exterior doors remain locked during school hours
(other than at the beginning and end of the school day).
Secure the loading dock during school hours.
Medium Adopt policies requiring faculty, staff, or security personnel
to monitor or secure any door used to exit the building for
outdoor events held during the school day (other than the
main entrance). Explore the option of implementing an
intrusion detection system for at least exterior doors to
detect attempted and successful security breaches.
High Adopt policies requiring security personnel to open and
secure any door used to exit the building for outdoor events
held during the school day (other than the main entrance).
Explore ways to expand coverage of the intrusion detection
system so all exterior doors are alarmed.

Very High Continue to enforce strict access control policies.
Periodically review policies and procedures to assess
whether improvements are needed. Assess the intrusion
detection system and associated plans and procedures, and
implement enhancements as needed (e.g., backup power
capabilities, more timely alarm assessment, regular
maintenance, and periodic tests).
Question 2 Can classroom doors remain locked if necessary, for
example, during an active-shooter incident?
Very Low Not all classrooms have lockable doors.
Low
Medium All classrooms have door locks, but all or some must be
locked from the outside. This setup could require individuals
to move into a danger zone in order to lock a door.
High
Very High All classrooms have door locks that can be locked from
either side to prevent entry into the classroom, but they
cannot be locked to prevent egress from the classroom (in
accordance with building and fire code requirements).
Consideration
s
Very Low (1) Add locks so doors can be secured from inside the
classroom. Doors should lock automatically or have a simple
locking mechanism, such as a button to push in. Consider
the effects on ingress and egress by people with disabilities
prior to selecting new locks. (2) Explore options to procure
devices that provide instant lockdown protection (e.g.,
security bars that are forced under the door handle; straps
or a metal or plastic sleeve that secure the scissoring arms
at the top of the door; and physical devices attached to the
door and an anchor point on the floor, doorframe, or wall).
Ensure door barricades comply with requirements of the
National Fire Protection Association (NFPA) 101, Life Safety
Code (unless state or local laws allow otherwise). Every
classroom should be able to serve as a safe haven.
Low
Medium Replace locks so doors can be secured from inside the
classroom. Doors should lock automatically or have a simple
locking mechanism, such as a button to push in. Consider
the effects on ingress and egress by people with disabilities
prior to selecting new locks. (2) Explore options to procure
devices that provide instant lockdown protection (e.g.,
security bars that are forced under the door handle; straps
or a metal or plastic sleeve that secure the scissoring arms
at the top of the door; and physical devices attached to the

door and an anchor point on the floor, doorframe, or wall).
Ensure door barricades comply with requirements of the
NFPA 101, Life Safety Code (unless state or local laws allow
otherwise). Every classroom should be able to serve as a
safe haven.
High
Very High Since door locks provide adequate lockdown protection,
explore opportunities to increase protection. (1) Conduct a
door survey to evaluate whether door construction materials
are appropriate. Metal or solid wood doors provide a higher
level of protection. Classroom doors are often designed with
view panels, but these may allow an attacker to scope out
potential victims. (2) Conduct a window survey to identify
exterior windows that do not open. These windows would
prevent students in a classroom situation from climbing out if
a door breach was imminent. Overall, school officials should
consider the age of their students, the desired function of
additional updates, and the security and convenience issues
of each function. (3) Explore the option of implementing an
automatic door-locking system that would allow the school to
lock doors remotely.
Question 4 What type of locks does the school use for interior and
exterior doors?
Very Low All lockable doors have key cylinder locks.
Low
Medium Exterior doors have key cylinder locks or access card
controls
High
Very High Exterior doors have access card controls.
Consideration
s
Very Low Explore options to provide access card controls for at least
all exterior doors. Access card systems simplify access
control and eliminate problems associated with lost keys.
Low
Medium Conduct a survey to identify exterior doors and interior
sensitive areas without access card controls. Update entry
controls to require access cards for all exterior doors.
High
Very High Conduct a survey to identify interior sensitive areas without
access card controls. Ensure strict access card policies and
procedures are in place to reduce the risk of misuse or
compromised access control.
Question 4 Do exterior double doors have handles that can be tied or
chained together to prevent emergency evacuation or

access by first responders?
Very Low Exterior double doors have handles that could be tied or
chained together to prevent egress or first responder
access.
Low
Medium The hardware on exterior double doors has been removed
or replaced so the doors cannot be chained or tied together.
Interior double doors have not been addressed.
High
Very High The hardware on both exterior and interior double doors has
been removed or replaced so the doors cannot be chained
or tied together.
Consideration
s
Very Low Conduct a door survey to identify all exterior double doors
with handles susceptible to misuse. Remove the left-side
handles so the doors cannot be tied or chained together.
Low
Medium Conduct a door survey to identify all interior double doors
with handles susceptible to misuse. Focus on large areas
such as the gym, theater, and cafeteria. Remove the left-
side handles so interior doors cannot be tied or chained
together.
High
Very High Maintain protocols to disallow double doors with handles on
both sides, so they cannot be tied or chained together.
Question 5 Does the school issue identification (ID) cards to faculty and
staff members?
Very Low Faculty and staff do not have IDs of any kind.
Low Faculty and staff have non-photo IDs.
Medium Faculty and staff have photo IDs. They are not required to
display them, or the school does not strictly enforce this
requirement. Photo IDs do not function as access cards.
High Faculty and staff are issued school-specific photo IDs that
they must display at all times. Cards are coded to limit
access to specific areas within the school. School
administration personnel can immediately change access to
sensitive areas.
Very High Faculty and staff are issued school-specific photo IDs that
they must display at all times. IDs are used to access the
building through the use of a card reader or turnstile. Cards
are coded to limit access to specific areas within the school.
School administration personnel can immediately change
access to sensitive areas.

Consideration
s
Very Low Issue IDs to all employees.
Low Replace non-photo IDs with photo IDs.
Medium Require faculty and staff to display their IDs at all times, and
enforce ID requirements consistently. Explore options to
replace the current ID system with an access card entry
control system.
High Evaluate the need to issue a requirement for faculty and
staff to use their IDs to access the building (i.e., via the use
of a card reader or turnstile).
Very High Regularly review the access/ID card database and activity
reports for sensitive areas.
Question 6 Does the school issue student ID cards?
Very Low Students do not have IDs of any kind

Low Students may have non-photo IDs.
Medium Students have photo IDs. They are not required to display
them, or this requirement is not strictly enforced. Photo IDs
do not function as access cards.
High Students are issued school-specific photo IDs that they must
display at all times. Cards are coded to limit access to
specific areas within the school. School administration
personnel can immediately change access to sensitive
areas.
Very High Students are issued school-specific photo IDs that must be
displayed at all times. IDs are used to access the building
through the use of a card reader or turnstile. Cards are
coded to limit access to specific areas within the school.
School administration personnel can immediately change
access to sensitive areas.
Consideration
s
Very Low Issue IDs to all students
Low Replace non-photo IDs with photo IDs.
Medium Require students to display their IDs at all times, and
enforce ID requirements consistently. Explore options to
replace the current ID system with an access card entry
control system.
High Evaluate the need to issue a requirement for students to use
their IDs to access the building (i.e., via the use of a card
reader or turnstile).
Very High Regularly review the access/ID card database and activity
reports for sensitive areas to identify unauthorized access or

suspicious activity.
Question 7 Is access to afterschool events controlled?
Very Low The school does not control access to afterschool events.
Low After-school events do not include a package inspection. At
some large events, law enforcement may suggest
restrictions on items that participants bring into the building
Medium After-school events may include a package inspection or
some restrictions on what can be brought in so that event
personnel (e.g., student workers, volunteers) can identify
something suspicious. Training for event personnel may be
limited to verbal instructions. Magnetometer or equivalent
may be used for some large events or when law
enforcement recommends it. Most exterior doors are locked
to limit the number of available access points to a few
designated doors.
High After-school events such as plays, concerts, and games
require a ticket (fee or no fee) and presenting the ticket in
person to event personnel. Well-trained event personnel
inspect bags and may use magnetometers or an equivalent
for large events such as football games and theater
performances. Most exterior doors are locked.
Very High After-school events such as plays, concerts, and games
require a ticket (fee or no fee) and presenting the ticket in
person to a trained member of the security staff. Well-trained
event personnel inspect bags and may use magnetometers
or an equivalent. All doors are locked except the minimum
required based on event size as determined in consultation
with the fire marshal.
Consideration
s
Very Low Collaborate with local law enforcement on restrictions for
items brought into large events.
Low Randomly inspect items brought into after-school events.
Establish a list of prohibited items, including potential
weapons. Post restrictions to inform attendees of restricted
items. Use magnetometers or an equivalent for large events,
based on guidance that local law enforcement provides.
Medium Require attendees to present a ticket (fee or no fee) to a
person. Inspect all bags. Use magnetometers or an
equivalent for large events. Review the number of available
access points during events to determine if the school
should make fewer available for entry.
High Use trained security to take tickets and inspect bags.
Consult with the fire marshal to evaluate the need to further
limit the number the number of unlocked doors based on

event size.
Very High Continue access control measures for afterschool events.
whether improvements are needed.
Question 8 Does the school control visitor access?
Very Low The school has no visitor controls. The school may have a
record of visitor activity such as a sign-in sheet.
Low Signs direct visitors to the school (i.e., parents or anyone
other than faculty and staff) to use the main entry. Visitors
must sign in (no ID required), and administration or student
helpers escort them to appropriate areas.
Medium Visitors to the school (i.e., parents or anyone other than
faculty and staff) are physically not allowed to enter the
school beyond the initial main entry. They must show a
photo ID to school administration to confirm they are whom
they claim to be. However, the school does not have a visitor
management system to screen visitors. Visitors are asked to
wait in the secured lobby, or security or administration
personnel may escort them to appropriate areas.
High Visitors to the school (i.e., parents or anyone other than
faculty and staff) can access an initial set of doors but
cannot pass into an administration area (i.e., mantrap).
Visitors must show a governmentissued photo ID to a
member of the security force or school administration, who
may use a visitor management system to search databases
(e.g., sex offender lists, banned visitors) for any concerns in
a visitor’s background. Permitted visitors may receive a
printed badge. Security or administration personnel escort
them to a secure holding room or to appropriate areas within
the school. They must remain with an escort at all times.
Very High Visitors to the school (i.e., parents or anyone other than
faculty and staff) can access an initial set of doors but
cannot pass into an administration area (i.e., mantrap).
Visitors must provide a governmentissued photo ID to a
member of the security force, who then uses a visitor
management system to check designated databases (e.g.,
sex offender lists, banned visitors) for any concerns in a
visitor’s background. Permitted visitors receive a badge.
Security personnel escort them to a secure holding room or
to appropriate areas within the school. They must remain
with the security escort at all times.
Consideration
s
Very Low Require visitors to sign in and sign out and wear a visible
visitor’s badge.
Low Implement measures to stop visitors from entering the
school beyond the initial main entry. Require visitors to
provide a photo ID. Discontinue the practice of using student
helpers to escort visitors, and use only administration or
security personnel.
Medium Implement measures to further control and delay a visitor’s
initial access to the school, for example, by allowing access
to an initial set of doors only but not the administration area.
Require visitors to provide a governmentissued photo ID.
Explore the option of procuring a visitor management
system capable of screening visitors against databases such
as sex offender lists, banned visitors, etc. Escort visitors at
all times.
High Employ security personnel, not administrative personnel, to
control visitor access. If the school does not have a visitor
management system, explore the option of procuring one.
Implement procedures to print badges for visitors to wear
while at the school.
Very High Continue to implement strict visitor access controls.
whether improvements are needed
Question 9 Are items that students bring into the school inspected (e.g.,
backpacks, bags)?
Very Low The school does not inspect items that students bring into
the school, or it inspects items brought onsite only if there is
cause.
Low
Medium The school randomly inspects items students bring onsite.
High
Very High Items are inspected, and may go through xray screening.
Consideration
s
Very Low Train personnel on potential indicators that a student may be
attempting to bring a weapon onsite. Institute random
inspections.
Low
Medium Inspect all items students bring onsite. Explore options to
provide x-ray screening for all backpacks, bags, etc.
High
Very High Continue to inspect all items brought onsite. Periodically
review policies and procedures to assess whether
improvements are needed.
Question 10 Are bags and packages belonging to visitors (i.e., parents or
anyone other than faculty and staff) inspected as they are

brought into the school?
Very Low The school does not inspect bags or packages belonging to
visitors. The school does not question persons bringing
items into the building.
Low The school does not inspect visitors’ bags and packages.
Administration questions what is being brought in and may
hold the items at the administration office.
Medium Visitors to the school may have a bag or package inspected,
but it would be a rare occurrence. The school holds all items
at the administration office for pickup.
High The Security force or administration personnel inspect all
bags and packages that visitors bring onsite.
Very High A trained member of the security force inspects all bags and
packages that visitors bring onsite
Consideration
s
Very Low Train personnel on potential indicators that a visitor may be
attempting to bring a weapon onsite.
Low Post signs advising visitors that items brought onsite may be
inspected. Institute policies requiring all items to be held at
the administration office for pickup.
Medium Inspect all packages and bags that visitors bring onsite.
High Employ security personnel to inspect all packages and bags
that visitors bring onsite
Very High Continue bag and package inspections for all visitors.
Question 11 Does the school use magnetometers or an equivalent to
screen students and visitors?
Very Low The school does not use magnetometers or equivalent
equipment
Low Magnetometers or an equivalent are not available, but the
school is considering purchasing and using them in the
future.
Medium Magnetometers or an equivalent are available at main entry
points but are seldom, if ever, used.
High Magnetometers or an equivalent are in use at main entry
points, and trained members of the security force staff them.
Very High Magnetometers or an equivalent are in use at all access
control points, and trained members of the security force
staff them.
Consideration
s
Very Low Explore the option of making magnetometers or an

equivalent available.
Low Explore the option of installing magnetometers or an
equivalent at main entry points.
Medium Use magnetometers or an equivalent regularly. Employ
trained members of the security force to perform this
function.
High Install and use magnetometers at all access control points.
Very High Continue the use of magnetometers or an equivalent.
FENCING AND GATES
Question 1 Does the school have fencing?
Very Low The school is an open campus without fencing, or the school
has fencing, but the fence is weak, old, or in disrepair. There
may be holes in the fencing material, weak areas, or gaps
between the fencing. The fence does not clearly define the
school’s perimeter.
Low
Medium The school has a fence, but it does not enclose the school. It
may enclose a playground, part of the school grounds, or a
stadium or athletic field.
High
Very High Fencing completely encloses the school. No persons can
enter any part of the school property without going through a
gate in the fence or through the main entrance doors.
Consideration
s
Very Low If fencing does not exist, determine what role, if any, fencing
should have at the school (e.g., to clearly distinguish the
perimeter of the site to protect against trespassing, provide
access control by channeling individuals through authorized
access points, and/or protect against unauthorized entry by
providing increased access delay and more time for
assessment). Install fencing that is appropriate for the
school’s objectives. If fencing exists, repair or replace
fencing as needed.
Low
Medium Install additional fencing to enclose the facility to the
maximum extent possible and/or employ Crime Prevention
Through Environmental Design (CPTED) principles and/or
barriers (e.g., bollards, decorative flower pots, high curbs,
shallow ditches) to provide enhanced penetration delay.
High
Very High Explore the feasibility of improving the landscape to

supplement the existing facility perimeter fence.
Landscaping examples include earthen berms, low-growing
shrubs, plants, or trees. Regularly assess and maintain the
fence. Explore the option of combining elevation changes
and/or aggressive plantings with fencing barriers for
additional protection. (Aggressive plantings include cacti,
thorny bushes, and plants and trees.)
Question 2 What is the height of the fence?
Very Low The height of the fence is less than 6 feet, or the fence may
be 6 feet or higher in some areas but less than 6 feet in
other areas.
Low
Medium The fence is no more than 6 feet tall. Note that the height of
the fence does not include outriggers, if any exist.
High
Very High The fence is at least 7 feet tall. Note that the height of the
fence does not include outriggers, if any exist.
Consideration
s
Very Low Replace the existing fence with higher fencing with a
consistent height throughout.
Low
Medium Evaluate the need to increase the height of the fence.
High
Very High Evaluate the need to increase the height of the fence. The
higher the fence, the more difficult and timeconsuming it is
to climb
Question 3 What material is the fence made of?
Very Low The fence may be a mix of materials, but no section appears
more secure than standard chain link.
Low
Medium The fence is standardsize chain link. Other materials may
exist in addition to or in place of the chain-link fence, and
define the perimeter. These materials may be hedgerows;
small, decorative rock walls; or other materials; and these
materials appear as effective as standard chain link.
High
Very High The fence is standardsize chain link. Sections of the fence
may be an improvement to or appear more secure than
standard chain link.
Consideration
s
Very Low Explore the feasibility of upgrading to stronger fence
construction such as chain link.

Low
Medium Explore the option of supplementing or enhancing
penetration delay anchoring the base of the fence.
High
Very High Regularly assess and maintain the fence.
Question 4 What is the purpose of the fence?
Very Low The purpose of the fence is more decorative or to define the
perimeter, but it does not deter or delay an intruder.
Low
Medium The fence delineates at least part of the perimeter. It
provides some level of delay and/or deterrence to intruders.
High
Very High The fence is an obvious deterrent and would delay an
intrusion attempt.
Consideration
s
Very Low If improvements to the fence are not possible, employ
CPTED principles.
Low
Medium Evaluate all aspects of the fence to identify deficiencies in
coverage and install enhancements to improve its
effectiveness and penetration delay such as anchoring the
base of the fence.
High
Very High Ensure the fencing is in good repair to maintain deterrence
value. Explore the option of supplementing with other
deterrence measures such as security cameras.
Question 5 Does the school have gates?
Very Low The school does not have any gates.
Low
Medium Gates exist in some areas but not others. Gates may be
drop-arm wood gates that an intruder could easily defeat.
High
Very High Gates are used at all entrances. They are well-maintained.
Consideration
s
Very Low Asses the need to install gates to provide appropriate levels
of access control and/or penetration delay against
individuals.
Low
Medium Install gates at identified pedestrian/vehicle gaps along the
perimeter. Ensure that all gates have at least equivalent
properties to the rest of the fence.
High
Very High Ensure gates remain in good repair. Explore the option of
providing security camera coverage for all gates.
PARKINGS AND BARRIERS
Question 1 Are vehicles parked at the school screened, monitored,
and/or inspected?
Very Low The school does not screen, monitor, or inspect any vehicles
driven onsite.
Low The school has written policies and procedures for vehicle
searches. Signage warns that any vehicle parked on school
property is subject to search. The school has no way to
identify vehicles parked onsite.
Medium The school has comprehensive vehicle search policies and
procedures. Any vehicle parked on campus is subject to
search. Drivers are required to display their parking permits
or their vehicles will be towed. School personnel do not
patrol parking lots.
High Personnel conduct vehicle searches randomly and when
suspicious activity is reported. Parking permits are required
except in the designated visitor parking area(s). School
personnel patrol parking lots, but the school has no camera
coverage.
Very High The security force conducts vehicle searches randomly and
when suspicious activity is reported. Parking permits are
required. Security patrols the parking lot(s), and the school
has camera coverage for all parking areas.
Consideration
s
Very Low Establish a list of prohibited items, including potential
weapons, if one does not already exist. Post signage waring
that parking on school property is assumed to be consent to
search. Develop policies for searching vehicles.
Low Institute procedure for faculty, staff, and students (if
applicable) to register their vehicles with the school. Issue
numbered and recognizable permits such as mirror hang
tags. Contract with a towing company to check the lot and
tow unpermitted vehicles.
Medium Conduct patrols of parking areas.
High Provide camera coverage and adequate lighting for
videotaping activity in the parking lots.
Very High Keep the camera system in good repair to ensure
continuous coverage of parking areas.
Question 2 Does the school have a policy to address vehicles parked
for an extended period (e.g., reporting to security, local law
enforcement, or tow company)?
Very Low The school does not have a policy to address extended-stay
vehicles parked onsite. A vehicle may remain parked on
campus for an indefinite period of time without being
reported.
Low
Medium The school has written policies to address extended-stay
vehicles. These policies have not been reviewed or shared
externally. It is the responsibility of faculty and staff to
identify and report extended-stay vehicles to school
administrators.
High
Very High The school has written policies to address extended-stay
vehicles. They have shared the policy as needed (e.g., with
local law enforcement). Security personnel patrol parking
areas to identify and address extended-stay vehicles.
Consideration
s
Very Low Develop policies to address extended-stay vehicles
Low
Medium Coordinate policies that involve external reporting; for
example, review the policy with local law enforcement or set
up a contract with a towing company.
High
Very High Continue patrols and inspections. Maintain training for
suspicious activity and search techniques.
Question 3 Does the school control vehicular parking and circulation
onsite?
Very Low The school does not control access for any type of vehicle.
Drivers can park any vehicle anywhere close to the school.
Many vehicle access points are available.
Low The school does not control access for any type of vehicle.
School buses have a separate, although wholly
uncontrolled, loading and unloading zone.
Medium Some parking is monitored, but not by security personnel.
School buses have separate loading and unloading zones.
Signs, pavement markings, and/or orange cones are used to
signify this separation, but some education and enforcement
is also needed. Drivers cannot park vehicles closer than 70
feet away from the school.
High Security personnel monitor most parking. School buses
have separate loading and unloading zones, and access to
this area is effectively controlled. Signs, pavement markings,
and/or orange cones are used to signify this separation, and
enforcement is provided. Drivers cannot park vehicles closer
than 70 feet away from the school.
Security
Very High Security personnel monitor all vehicle access. School buses
have separate loading and unloading zones, and gates
effectively control access to this area. Signs, pavement
markings, and/or orange cones also may be used to signify
this separation, and enforcement is provided. Drivers cannot
park vehicles closer than 400 feet away from the school.
Consideration
s
Very Low Review the access points to parking areas. Reduce the
number of vehicle access points. Limit access through the
use of curbs, fencing, gates, and a minimum number of
entry points. Designate a separate area for bus traffic.
Low Use signs, pavement markings, and/or orange cones to
signify the separation between bus loading and unloading
zones and other vehicular traffic. Designate separate visitor
parking areas. Identify areas that allow vehicle placement
within 70 feet of the school, and evaluate options to reduce
the school’s exposure to nearby vehicle placement.
Medium Explore ways to employ security personnel to monitor most
parking areas. Provide education and enforcement to restrict
access to bus loading and unloading zones to buses only.
Identify areas that allow vehicle placement within 400 feet of
the school, and evaluate options to reduce the school’s
exposure to nearby vehicle placement.
High Explore ways to increase monitoring capabilities for parking
areas. Use gates to control access to bus loading and
unloading areas, where possible. Identify areas that allow
vehicle placement within 400 feet of the school, and
evaluate options to reduce the school’s exposure to nearby
vehicle placement.
Very High Confirm the effectiveness of vehicle monitoring, and remedy
any gaps or shortfalls. Continue efforts to separate bus
traffic from all other vehicular traffic and to provide a
minimum of 400 feet of standoff distance from the school
building
Question 4 Does the school have a high-speed avenue(s) of approach?
Very Low The school has at least one unmitigated highspeed avenue
of approach. The school has made no efforts to attempt to
mitigate any high-speed approaches.
Low The school has one or more high-speed avenue(s) of
approach and has made some attempt to mitigate at least
one of these vulnerabilities. The results of mitigation are
ineffective. Materials are too weak or ineffective for some
vehicles. No high-speed avenue of approach has been
effectively mitigated.
Medium The school has one or more high-speed avenue(s) of
approach and has made some attempt to mitigate at least
one of these vulnerabilities. The results of mitigation are
mixed. Spacing may be too wide, and materials may be too
weak or ineffective for some vehicles. One approach may be
effective in one area but not effective in another.
High The school has mitigated one or more high-speed avenue(s)
of approach using effective and correctly placed bollards,
barriers, or natural materials. Mitigation may include one or
many types and combinations of bollards, barriers, or natural
materials as long as they are effective at mitigating any and
all high-speed avenue(s) of approach.
Very High The school does not have a high-speed avenue of approach
or has mitigated highspeed avenues of approach using
effective and correctly placed bollards, barriers, or natural
materials. Mitigation may include one or many types and
combinations of bollards, barriers, or natural materials as
long as they are effective at mitigating any and all high-
speed avenues of approach.
Consideration
s
Very Low Evaluate parking lots, and determine if long straight lines
facilitate speeding. Consider whether parking lots could be
reconfigured to reduce vulnerabilities. Install speed bumps
to slow traffic.
Low Conduct a barrier survey to evaluate effectiveness. Remedy
large gaps between barriers, and replace barriers made of
weak or ineffective materials
Medium Conduct a barrier survey to evaluate effectiveness. Remedy
large gaps between barriers, and replace barriers made of
weak or ineffective materials. Ensure the most critical high-
speed avenue of approach is mitigated.
High Prioritized unmitigated high-speed avenues of approach,
and begin efforts to mitigate these vulnerabilities, beginning
with the most critical.
Very High Maintain barriers, especially those made of natural
materials. When construction or modification activities take
place onsite, assess and address any new potential
highspeed avenues of approach.
Question 5 What is the minimum standoff distance between the school
and a vehicle?
Very Low The school has an unmitigated standoff distance of less than
70 feet.
Low Some areas have a standoff distance of 70 feet or more, but
the configuration has gaps

Medium The school has effectively enforced standoff distance by
more than 70 feet.
High The school has effectively enforced standoff distance by
more than 70 feet but less than 400 feet.
Very High The standoff distance from the school is at least 400 feet.
Effective barriers enforce the standoff distance.
Consideration
s
Very Low Allow only faculty and staff parking near the school building,
and restrict visitor or general public parking to 70 or more
feet away. Restrict parking between individual school
buildings. At small standoff distances, even a few feet make
a large difference
Low Explore ways to prevent any vehicles from parking within 70
feet of the school building. Refer to Buildings and
Infrastructure Protection Series: Primer to Design Safe
School Projects in Case of Terrorist Attacks and School
Shootings (FEMA428/BIPS-07) for more information.
Medium Explore ways to increase the standoff distance from the
school building
High Explore ways to increase the standoff from the school
building to at least 400 feet.
Very High Provide camera coverage any areas where vehicles may be
place (e.g., parent dropoff and pick-up areas, bus loading
and unloading zones, parking lots). Ensure the school has
adequate lighting capable of displaying and videotaping lot
activity.
BUILDING ENVELOPE
Question 1 Does the construction of exterior doors deter or delay an
attack?
Very Low The school’s main doors are tempered glass with a metal
frame. At least half the door is glass. Other doors may or
may not have glass, and other exterior doors may be hollow
steel.
Low
Medium The school’s main doors are steel, but nearly half the door is
tempered or reinforced glass. Other exterior doors may be
hollow steel with or without windows.
High
Very High The school’s main doors are double-wall steel with at most a
small skylight of reinforced glass. Breaking the glass will not
easily allow access to a door latch. Other exterior doors are
similar and do not have windows.
Consideration
s
Very Low Explore the option of replacing vulnerable glass with solid
doors, which would reduce the opportunity for a person to
defeat doors even when they are locked. In an active-
shooter event, solid doors may provide more protection. In
some cases, it may be possible to retrofit glass doors with
bulletresistant glass or bulletresistant film. If the school has
portable classrooms, available options for improving existing
doors may be limited.
Low
Medium Where possible, replace any glass doors with steel doors. In
some cases, retrofitting glass doors with bulletresistant glass
or bulletresistant film may be possible. If the school has
portable classrooms, available options for improving existing
doors may be limited.
High
Very High If the school has portable classrooms, available options for
improving existing doors may be limited. Evaluate the
security of doors on portable buildings and improve where
feasible. Assess the vulnerabilities inherent to portable
buildings, which provide minimal protection against natural
or manmade hazards. Explore options to reduce or eliminate
the need for portable buildings.
Question 2 Does the construction of interior doors deter or delay an
attack?
Very Low Interior doors are primarily wood with glass windows or all
glass doors. The glass covers about half or more of the
door. The school may have some steel doors.
Low
Medium The school has a mix of interior doors. While many are steel
with minimal glass, some are wood or steel with extensive
glass. The school may have steel doors without glass.
High
Very High All interior doors are steel with at most a small skylight of
reinforced glass.
Consideration
s
Very Low Where possible, eliminate wood doors that have a large
glass opening and all-glass doors. Replace with wood or
steel doors with minimal glass. In some cases, it may be
possible to retrofit glass with bullet-resistant glass.
Low
Medium Where possible, eliminate large glass openings. In some
cases, it may be possible to retrofit with bullet-resistance
glass
High
Very High The use of this type of door may aid in protection for certain
attacks but may create a vulnerability by limiting site lines
and observation. Consider the tradeoffs and threats to the
facility.
Question 3 Does the construction of exterior windows deter or delay an
attack?
Very Low Exterior windows are tempered glass and can be opened.
The windows are large enough that an adult could climb
through them when open.
Low
Medium Most exterior windows are small (i.e., a teenager cannot
climb through) and not operational. The school has some
exterior operational windows that are larger.
High
Very High The school has no exterior windows, or the exterior windows
are tall and narrow. They are too small to allow anyone to
pass through them. They cannot be opened and use
reinforced glass.
Consideration
s
Very Low Train faculty, staff, and students to avoid window or glass
areas during an attack. Replacing windows with smaller,
nonoperational windows is an expensive option and may not
be possible. If that is the case, close and lock windows at all
times. If the school requires windows to be open for
ventilation, be sure everyone knows how to close and lock a
door in an emergency. Other possibilities include installing
heavy window coverings that can be lowered or slide on
tracks and that can be positioned quickly or even remotely.
This may provide some concealment from an attacker.
Low
Medium Train faculty, staff, and students to avoid window or glass
areas during an attack. Where possible, replace large
operational windows. If this is not feasible, install heavy
window coverings that can be lowered or slide on tracks and
can be positioned quickly or even remotely. This may
provide some concealment from an attacker. Ensure that
everyone (including staff, faculty, and students) knows how
to close and lock the windows.
High
Very High Train faculty, staff, and students to avoid window or glass
areas during an attack.
Question 4 Are utilities (electric, gas, communications) protected or
secured against tampering?

Very Low The gas meter(s) are exposed with no bollards protecting
them. The primary electric switch box or transformer to the
school is exposed and is not protected by a fence or similar
enclosure. The transformer may be located adjacent to the
building or in an open area near the school. Communication
lines are exposed, easily identified, and accessible.
Low
Medium The gas meter(s) are exposed but may have bollards
protecting them. The primary electric switch box or
transformer to the school is exposed and is not protected by
a fence or similar enclosure. The transformer may be
located adjacent to the building or in an open area near the
school.
High
Very High The gas meter(s) are either secured inside the building or
exposed but protected by bollards and/or fence. The
transformer or main electric switch box is secured inside the
building or exposed but fenced and difficult to access.
Communication demarcation points are secured inside the
building or exposed but fenced and difficult to access.
Consideration
s
Very Low Install bollards around gas meter and transformers. Restrict
access through the use of fence material to communication
lines or communication boxes. If the school has portable
buildings, the options may be more limited, and these areas
may need additional surveillance.
Low
Medium Where possible, install fence material around the electric
transformers and communication boxes to delay access to
the equipment. Evaluate the internal demarcation points and
ensure they are in secured rooms. If the school has portable
buildings, the options may be more limited and these areas
may need additional surveillance.
High
Very High If the school has portable buildings, the options may be
more limited and these areas may need additional
surveillance.
Question 5 Are the ceilings inside the building enclosed (drywall or
similar) or exposed beam?
Many
Very Low Many ceilings inside the building use ceiling tiles that can be
accessed easily by standing on a chair or desk or ladder or
even lifting a person. Ceiling tiles exist in isolated areas of
the school such as restrooms, library, and storage rooms.

Low
Medium Most ceilings are open beam or enclosed (i.e., with drywall
or similar material). A few places such as restrooms and
storage rooms have ceiling tiles.
High
Very High All ceilings are exposed beam. No ceiling tiles are in use.
Consideration
s
Very Low Wherever possible, eliminate ceiling tiles and replace with
open beam or solid surface (e.g., drywall) to eliminate hiding
places of contraband including weapons. In areas where not
practical to eliminate, establish a process of inspection or
monitor and record area with cameras and review video for
suspicious activity.
Low
Medium Wherever possible, eliminate ceiling tiles and replace with
open beam or solid surface (e.g., drywall) to eliminate hiding
places of contraband including weapons. Camera
surveillance may not be practical in these areas, so
establish a process for routine inspection.
High
Very High Continue a high level of surveillance, and watch for unusual
activity and items.
Question 6 Do hallways, stairwells, and common areas have hidden
areas that are hard to observe from classrooms or
doorways?
Very Low Some stairwells are narrow and provide hiding areas under
the steps. Some hallways are too narrow for the school
population, and often it is hard to observe activity in the
hallways. Some common areas are irregularly shaped and
provide hiding areas.
Low
Medium Most stairwells and hallways are wide enough to
accommodate during the busiest times of day. Only a few
isolated hiding areas exist under stairwells. Common areas
generally are open and observable with just isolated areas
that cannot be easily observed.
High
Very High Stairwells are wide and open and are the same width as the
hallways to prevent bottlenecks. The hallways are wide
enough, even during busiest times, that almost all hidden
areas are eliminated. Common areas are well-designed, and
all areas can be observed without obstruction.
Consideration
s
Very Low Identify and document hiding areas or areas that have a
poor line of sight and are hard to observe. Establish a
process of routine inspection. When possible, post faculty or
staff near these locations during student class changes.
Watch for unusual activity such as hiding of backpacks,
weapons, and contraband or a cluster of students obviously
concealing activities.
Low
Medium Wherever possible, add electronic surveillance to these
areas (e.g., cameras). Other options include posting faculty
and staff near these locations during student class changes.
Watch for unusual activity such as hiding of backpacks,
weapons, and contraband, or a cluster of students obviously
concealing activities.
High
Very High Continue a high level of surveillance, and watch for unusual
activity and items.
Question 7 Is the exterior of the building free of objects that could be

used for hiding contraband or for climbing to other floors or
the roof?
Very Low Trees, shrubs, portable buildings, unsecured ladders, or
playground equipment exist at numerous locations around
the school. Many of these locations provide hiding areas for
contraband. Some areas can be accessed and then used to
climb to the roof or other floors of the school. If the school
has portable buildings, some of these are near tree lines or
fence lines and can easily be accessed. Also, the area under
the portable building has hiding spaces.
Low
Medium Most of the area next to the school is free of objects, which
minimizes potential areas of concealment. The area has a
few shrubs or trees. If the school has portable buildings,
some of these are near tree lines or fence lines and can
easily be accessed. The areas under the portable buildings
are fenced, blocked, or otherwise not accessible.
High
Very High The area next to the school building is free of objects. The
exterior is clear of obstructions other than fenced areas near
trash bins, utilities, or loading docks. (Note: This type of
barren exterior leaves people fleeing the school building
during an active-shooter incident exposed and without cover,
making them more vulnerable to gunfire.) The school does
not have portable buildings.
Consideration
s
Very Low To the extent possible, ensure the exterior of the school is
free of objects and areas that allow access to the roof or
other floors of the building. This may require removing trees,
relocating storage sheds or portable buildings, or other steps
to prevent access. In some cases, shrubs or hedges next to
the building or under window openings are acceptable if they
are a thorny type of plant that would discourage anyone
from hiding themselves or contraband. If items cannot be
moved or secured, establish routine observation and
inspection of the area.
Low
Medium To the extent possible, ensure the exterior of the school is
free of objects and areas that allow access to the roof or
other floors of the building. (Note: This type of barren
exterior leaves people fleeing the school building during an
active-shooter incident exposed and without cover, making
them more vulnerable to gunfire.) In some cases, shrubs or
hedges next to the building or under window openings are
acceptable and add to security if they are a thorny type of
plant that would discourage anyone from hiding themselves
or contraband.
High
Very High If present, regularly assess and maintain the shrubs to
ensure their height balances aesthetics with security.
Question 8 Are fire alarm pull stations protected from misuse?
Very Low Fire alarm pull stations are unprotected from misuse, and
there has been no discussion or action regarding ways to
protect this equipment. Activation of the fire alarm system
may be used as a way to move students out of their
classrooms and into open areas as part of an attack.
Low
Medium Fire alarm pull stations have protective covers, but they may
be located in isolated areas.
High
Very High Fire alarm pull stations have protective covers and are
located in areas that allow for unobstructed surveillance
Consideration
s
Very Low Consult with the fire marshal to ensure any changes to the
fire alarm system are permitted by code. If possible, provide
protective covers to deter tampering and reduce the risk of
misuse without restricting legitimate use in the event of an

actual fire. Protective covers often emit loud warning sounds
when lifted to draw attention to the location where the fire
alarm has been activated.
Low
Medium Relocate fire alarm pull stations to areas that allow for
unobstructed surveillance. Isolated equipment is more
susceptible to unmonitored activation, which could be used
as a distraction or an attack initiation signal.
High
Very High (1) Randomly check fire alarms for tampering. (2) In
consultation with the fire marshal, explore the option of
removing fire alarm pull stations, except for one pull station
at a central location. If this option is employed, the pull
stations must be removed and not simply disconnected.
CLOSED-CIRCUIT VIDEO (CCV)/ VIDEO SURVEILLANCE SYSTEM (VSS)
Question 1 Does the school have a camera system?
Very Low The school has no camera system in place.
Low The school has cameras, but coverage of sensitive areas is
minimal.
Medium Cameras are in place and effective in most areas. Some
entrances and sensitive areas may lack coverage.
High Cameras cover most areas of the school, including
entrances and sensitive areas.
Very High Camera coverage is complete and covers all areas of the
school, including entrances and sensitive areas.
Consideration
s
Very Low Explore the option of installing a camera system onsite. If
this undertaking is feasible and appropriate for the school,
install cameras throughout the building to enable staff to
identify and assess threats.
Low Conduct a camera system survey to identify areas where
coverage is lacking. Update the system to increase
coverage.
Medium Conduct a camera system survey to identify areas where
coverage may be lacking. Ensure all entrances and sensitive
areas have camera coverage.
High Conduct a camera system survey to identify any areas
where coverage may still be lacking.
Very High Conduct a camera system survey to confirm camera
coverage is sufficient.
Question 2 Does the system use an effective combination of camera
types?
Very Low The camera system typically uses a single fixed camera to
provide coverage for each entrance.
Low
Medium Some cameras may not be effective under some lighting
conditions. Some cameras may not be the best choice for a
given application.
High
Very High An effective mix of camera types is used and accounts for
changes in illumination.
Consideration
s
Very Low Conduct a camera system survey to identify areas where
cameras are ineffective. Based on the results of the survey,
perform system updates.
Low
Medium Conduct a camera system survey to identify areas where
cameras are ineffective. Based on the results of the survey,
perform system updates.
High
Very High Conduct a camera system survey to confirm the
effectiveness of each camera in use. Confirm that area
lighting is compatible with each camera.
Question 3 Is the system monitored?
Very Low No real-time monitoring of the camera system occurs.
Low Untrained staff may look at the CCV/VSS monitors on
occasion or when notified of an incident. They are usually
focused on their other primary duties
Medium Trained staff members monitor the CCV/VSS and do not
have additional duties that could distract them from
monitoring the system. However, they must follow too many
screens at once (typically more than eight). They do not
receive regular breaks, which impacts their ability to monitor
multiple camera feeds effectively.
High Trained, dedicated staff members monitor the CCV/VSS and
are not overwhelmed by too many screens (typically eight or
less). No single person monitors the camera system for an
extended period of time (more than 15 minutes).
Very High Trained, dedicated staff members effectively monitor the
CCV/VSS. Monitoring staff frequently rotate shifts (every 10-
15 minutes), and the number of cameras each staff member
monitors is limited to eight or fewer. The system is equipped
with capabilities that aid in the determination of suspicious
activity.
Consideration
s
Very Low Employ staff to monitor the camera system. If possible,
provide a camera monitor in the front office, visible to both
staff and visitors.
Low Provide training to monitoring staff, and reduce or, if
possible, eliminate their other duties.
Medium Explore options to maximize the effectiveness of monitoring
and observation, such as frequently rotating shifts for staff
and limiting the number of cameras each staff member
monitors.
High Explore the feasibility of procuring a software program that
aids in the determination of suspicious activity.
Very High Explore the options of providing local law enforcement with
the capability to access and monitor the camera system.
Law enforcement personnel may easily view Internet
protocol cameras remotely.
Question 4 Is information recorded and reviewed?
Very Low The school does not record information that the CCV/VSS
captures.
Low
Medium Personnel review recorded information only after an
incident. The storage capability is limited to a week or less,
so many events are not available after the fact.
High
Very High The school stores recorded information for at least a month.
Personnel review information for suspicious activity, not only
after an incident.
Consideration
s
Very Low Install video recording and storage systems. Develop a
policy for the review of recorded information (e.g.,
periodically or only after an incident). Recorded information
can support investigations.
Low
Medium Increase the camera system's storage capacity, preferably to
a month.
High
Very High Increase the camera system's storage capacity to a
minimum of 90 days.
Question 5 What is the overall condition of the camera system?
Very Low The CCV/VSS needs maintenance and updates. The
system lacks backup power.
Low
Medium The CCV/VSS is in good condition, but some cameras are
inoperable, even in key locations. Maintenance or repair is

contracted work. The system has backup power.
High
Very High All cameras are in good working condition. Continuous
updates occur on the CCV/VSS, and it is routinely tested.
Maintenance or repair, when needed, is performed “in
house.” The system has backup power.
Consideration
s
Very Low Perform maintenance and system updates. Repair or
replace any inoperable cameras, especially those in key
locations. Explore options to provide backup power for the
camera system.
Low
Medium Repair or replace any inoperable cameras. Ensure
continuous updates are applied to the system, and test it
routinely.
High
Very High Evaluate the comprehensiveness of camera system tests.
Testing should ensure the cameras work properly and
should include an assessment of camera views. It may
include switching the system to operate on backup power.
CYBER SECURITY
Question 1 School maintains a well-trained computer security personnel
Very Low The school has no computer security personnel
Low The school has appointed computer security personnel from
faculty/staff whose training is not fitted to his actual duty.
Medium The school has appointed computer security personnel from
faculty/staff trained in computer security but performs his job
in addition to his original function.
High The school has well-trained personnel but also performs
other functions in addition to cyber security management.
Very High The school maintains a well-trained computer security
personnel dedicated to cyber security management.
Question 2 School faculty and staff are required to use passwords and
unique login information to access electronic files
Very Low The school has no strict policy on the use of computer
passwords
Low Selected faculty and staff are required to use passwords and
unique login information to access electronic files.
Medium Faculty and staff are strictly governed by policy requiring the
utilization of computer passwords. All faculty and staff are
using passwords and unique login information to some
electronic files.
High Faculty and staff are strictly governed by policy requiring the
utilization of computer passwords. Majority of faculty and
staff are using password and unique login information to
access electronic files.
Very High Faculty and staff are strictly governed by policy requiring the
utilization of computer passwords. All faculty and staff are
using password and unique login information to access
electronic files.
Question 3 Does the students are required to use passwords and
unique login information to access electronic files?
Very Low The school has no strict policy on the use of computer
passwords and unique login information to access electronic
files for the faculty and staff
Low Selected students are required to use passwords and
unique login information to access electronic files.
Medium Students are strictly governed by policy requiring the
utilization of computer passwords. All students are using
passwords and unique login information to some electronic
files.
High Students are strictly governed by policy requiring the
utilization of computer passwords. Majority of students are
using password and unique login information to access
electronic files.
Very High Students are strictly governed by policy requiring the
utilization of computer passwords. Students are using
password and unique login information to access electronic
files.
Question 4 Does the School established a Security plans for computer
and information systems?
Very Low The school has no security plans for computer and
information system.
Low There is no security plans for computer and information
system. But there is a computer and information system
provided existed in a selected offices.
Medium The school has established a security plans for computer
and information that includes software security only..
High The school has established a comprehensive security plans
for computer and information that includes both hardware
and software security.
Very High The school has established a comprehensive security plans
for computer and information that includes both hardware
and software security. The plans has already implemented
and maintained.
Question 4 Does the School train faculty and staff in safe and secure
computer use
Very Low The school does not train faculty and staff in safe and
secure computer use.
Low The school provides some information or training to some,
but not all, faculty and staff at initial employment. The school
may provide refresher training at the beginning of the school
year but no other follow-up throughout the year.
Medium The school provides training to some, but not all, faculty and
staff at initial employment, as well as refresher training at the
beginning of each school year and recurring training
High The school provides comprehensive training to all faculty
and staff at initial employment. Faculty and staff are trained
on appropriate emergency actions regardless of their
location in the school building. The training may include
refresher training at the beginning of the school year but no
other follow-up throughout the year.
Very High The school provides comprehensive training to all faculty
and staff at initial employment, as well as refresher training
at the beginning of each school year and recurring training
throughout the year. Faculty and staff are trained on
Instructions: Below is a list of items that describe different challenges

confronting police personnel of Regional Mobile Force Battalion in conducting
Internal Security Operations. After each item, please put a check mark ( ) on
the space provided on how you agree or disagree using a 4-point scale below:
4 – Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly Disagree

Thesis Proposal

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Lyceum of the Philippines University Graduate School 1

STUDENT’S LEVEL OF SECURITY IN RURAL AREAS: SECURITY

MANAGEMENT SYSTEM OF PRIVATE AND PUBLIC SCHOOLS IN

SABLAYAN OCCIDENTAL MINDORO

JULIUS CESAR P. VILLAFLORES

As cited in the study of Dimitrov, et al. (2016), security is defined by the

danger - safety; freedom from doubt, anxiety or fear - confidence.

Security is one of the prime concerns of institutions as it is considered as

one of the important components of student services. Level of Security

Management in the University of Eastern Philippines was rated very

satisfactory. And there is a need to exert improvement in the security

management in the University, (Presado, 2016).

There is an incredible increase in the need for the security industry

nowadays. Most institutions are using guard forces, protective barriers,

communication and electronic hardware and other state-of-the art protection

conditions of the community. Hence, a basic understanding on the concept and

methods of security is a primordial concern of everybody. Schools, universities,

environment. (Presado, 2016).

safety and security Glariana and Solar (2015).

A sensible and proportionate approach to ensure a healthy and safe place

unique organizations that operate with an urgent imperative: educate and

society, no matter their socioeconomic background or geographic location are

considering as educational institutes, Ali and Fatima (2016).

accidents. In the face of rapidly changing environment, schools may be remiss by

not adequately predicting, preventing and preparing for threats to children’s

and complex. A pre-requisite for creating a safe environment in a school is the

availability of proper safety or security measures or facilities because school

environment plays a pivotal role in the retention and learning outcomes of

students, Ali and Fatima (2016).

Maslow Heirarchy of needs

also be used as a temporary evacuation site in case of disasters such as

earthquakes Therefore, schools should have a safe and secure facility

considering the occurrence of intrusion cases at schools and on school routes,

OBJECTIVES OF THE STUDY

The main objective of the study is to determine the students’ level of

security management system of private and public school in Sablayan Occidental

Specifically, the study aimed to identify the demographic profile of the

services, accreditation level, local government support, proximity to the town

proper, numbers trainings and seminars attended by security personnel, and

common security breaches encountered. to assess the level of security

management system of private and public schools in Sablayan, Occidental

Mindoro, in terms of security/emergency management, security force, entry

Surveilance System, and cyber security; to test the significant relationship

system of private and public schools in Sablayan, Occidental Mindoro.

school administrators. Statute requires all minnesota schools adopt a crisis

management policy and develop individualized plans addressing potential violent

crisis situations, emergencies and natural disasters, Minesota, Comprehensive

School Safety Guide (2014).

attempt to respond to student misbehavior. These practices include the use of

of uniformed police officers. The purpose of these visible security measures is to

limit access to school buildings, limit weapon presence, increase student

surveillance, or provide a way for reacting to crises. Subsequently, they are

intended to yield academic success by making schools safer and decreasing

result in academic success. However, by importing policies once reserved for

tighter links between the educational and criminal justice systems.

This study will utilize descriptive method of research which the

respondents will accomplish survey instrument to determine the level of security

management system of private and public schools in Sablayan Occidental

a descriptive method is conducted to determine and illustrate patterns of

characteristics of variables in particular instances. It is about the connections or

influences that are apparent, or tendencies that are emerging. It is mainly

concerned with the current, although it frequently regards previous occurrences

and stimulus as they associate to present situations.

41 % to 50 % _ above 50%

Level 4 Above Level 5